Watching the Video

Do you consider positive generalizations stereotypes also? (e.g., One racial group has a better sense of rhythm than another)

What are some reasons why people engage in stereotyping?

How important is it to teach students about stereotypes? Why?

What are some ways to create a classroom climate for discussing stereotypes?

Watch the VideoAs you watch "Understanding Stereotypes," take notes on instructional strategies Ms. Sinclair uses to teach students about stereotypes. Write down what you find interesting, surprising, or especially important about the teaching and learning in this lesson.

Reflecting on the VideoReview your notes, then respond to the following questions:

What struck you about the classroom climate, background, preparation, strategies, and materials used in this lesson?

What evidence do you see of meaningful and active teaching?

How does Ms. Sinclair connect personal experiences to the concept of stereotyping?

How do the letters that Ms. Sinclair and the students write add to the lesson?

Looking CloserLet's take a second look at Ms. Sinclair's class to focus on specific teaching strategies. Use the video images below to locate where to begin viewing.

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Developing and Using a Rubric: Video Segment
Go to this segment in the video by matching the image (to the left) on your video screen. You'll find this segment approximately 17 minutes into the video. Watch for about 4 minutes.

As you watch Ms. Sinclair work with students to develop and apply a rubric for writing persuasive letters to an author, consider these questions:

What are the benefits of involving students in the development of an assessment tool?

How will Ms. Sinclair's invitation to students to make a rubric "tool" help intpove the quality of their letters?

How can you relate Ms. Sinclair's work with student assessment to your own teaching?

Student Work and Assesment: Sample Letter The lesson concluded with a persuasive letter to an author. Ms. Sinclair worked with students to develop a rubric for their letters. As students wrote first, second, and often third drafts, Ms. Sinclair urged students to return to the guidelines as they worked to improve their letters. Examine the sample letter against Ms. sinclair's guidelines.

Ms. Sinclair's Guidelines for Writing a Persuasive Letter:

Goal

to persuade publishers to change what they have, and to add something so to help educate people about the Negro Leagues